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Similar to other urban centers, many of the school districts located in California State University Dominguez Hills’s (CSUDH) geographic region struggle to provide their K-12 students with quality teachers. This is particularly true in the areas of Special Education, Math, and Science (California Department of Education, 2012; United States Department of Education, 2013). In CSUDH’s efforts to produce quality teachers, mitigate severe teacher shortages and assist school districts in meeting federal legislative mandates stemming from The No Child Left Behind Act (2001) and The Individuals with Disabilities Education Improvement Act (2004), an Alternative Certification Credential Route program based upon precepts of the Professional Development School model was developed, implemented, and funded through a Transition to Teaching (TTT) Federal Grant. These authors hold that this unique TTT SPED program is a viable means of easing SET shortages where they are greatest urban centers. In doing so, these authors suggest a model that other universities striving to meet the needs of K-12 students in urban centers can implement. As such, this program overview seeks to add to the extant teacher preparation and ACR literature, specifically in the context of SPED teacher preparation.

The purpose of this paper is to chronicle the efforts of a new White teacher in her first two years of teaching in an elementary school with a largely Hispanic population as she forged connections with her students’ families while drawing on continued, constructivist mentoring from her university professor. The case points to the need for new teacher mentoring programs to include some emphasis on family-teacher relationships.

The new teacher kept a weekly journal of her interactions with families over a two-year period. Notes were taken during and after mentoring sessions. Data analysis was conducted using the case analysis format designed by Miles et al. (2014).

The goal of fostering constructive family-teacher relationships was not fully realized for this teacher in her first year. Through reflections, readings, and discussions in mentoring sessions, she gradually learned to respect the wisdom and expertise of families.

As with all case studies, the results are not generalizable in a traditional sense (Hodkinson and Hodkinson, 2001); however, a larger issue can be addressed in a case (Stake, 1995). In this case, the larger issue is that White teachers working in high-poverty schools are likely to encounter differences between their cultural backgrounds and those of their students’ families. New teachers must determine how to respond in this situation, and mentoring offers support in helping them to act.

Action steps and guidelines developed by the teacher are included, along with a list of selected articles to spur discussions in constructivist mentoring sessions.

Coordinators of new teacher induction programs are encouraged to include a component in their curriculum for best practices in developing relationships with families.

This article reviews the international literature of the last two decades on self‐injurious behaviour in prisons and jails and introduces the risk factors associated with this behaviour. Studies from a variety of countries investigated different samples (e.g. in jails or prisons; female or male inmates). We only chose those studies using a control group of inmates without self‐injurious behaviour. The findings on potential risk factors for self‐injurious behaviour are largely contradictory because of the differences in sample selection and dependent variables (deliberate self‐harm without suicidal intent vs. suicide attempts). We also discuss some methodological problems in predicting self‐injurious behaviour.

A new phenomenon called “Glass Cliff” has formed claiming that women at the higher echelons of organizations are being placed in higher risk positions when compared to men. The purpose of this research study is to examine whether this phenomenon occurs at the middle to upper middle management levels for women. If so, it can possibly be one of the many underlying reasons that contribute to the grounds of why the pipeline problem exists with female leadership at the top-level management positions.

The design considers competing hypotheses based on the emerging, contradictory research on the Glass Cliff and the more established perspective of social norms and implicit biases. The experimental study is conducted on 202 participants to examine the likelihood of occurrence of this phenomenon at middle to upper middle management levels.

Counter to the tenets pertaining to the Glass Cliff phenomenon but consistent with the implicit leadership theories, this research study revealed that when compared to the female candidate, the male candidate was more likely to be assigned to the higher risk position.

The subjective nature of the study can be the reason for variations of each participant and their biases since it is a specific experiment dealing with perceptions, social norms and prejudice.

This phenomenon is mostly studied at the executive level and can contribute to the pipeline problem for women, hence this study provides insight and examines the phenomenon at the middle to upper middle management levels to examine its likelihood.

The socializing of hate and its saturation on platforms as a resonant and emotional connection online reveal the networked nature of convergent platforms which pump hate as a mechanism of connection and fracture in society in the post-digital age. The violence of hate and negative sentiments online morph to appropriate a multitude of manifestations from cyberbullying and revenge porn to trolling and memes as subversive, denigrative humour. Social media, designed through an architecture for sharing and transaction, distributes hate as a popular sentiment, building connections with disparate communities through the articulation of hate for fellow humans and humanity at large. Trauma induced through hatred and bullying as an active aspect of social media platforms and interactivity distribute sentiments through its excess and disproportionality. This chapter interrogates the sentiment of hate and its workings on social media as a technology of trauma in distributing hate as a form of communion.